Grade: 10/High School Subject: Biology Author: Brianne Duffy
Risky Genetics
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9b - providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering).
Context: Today, students will be starting Agenda #2 of Phase 2. Students will be completing a lab assignment provided by NOVA Science. The lab should take one class period to complete. In this activity, students play the role of doctors interpreting patients' genetic test results. They create characters, analyze genetic test results for three diseases, compare their characters' risks of developing specific diseases, and assess the risks for the next generation.
Classes run on a rotating, two day BLOCK schedule. Classes meet every other day for 90 minutes.
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will be able to:
Define the terms genotype, homozygous, heterozygous, recessive, anddominant
Apply the above terms to diseases with different inheritance patterns
Differentiate between genetic risk and lifestyle risk, in the context of disease
Demonstrate the use of Punnett squares to predict the probabilities of particular genotypes in a future generation
Construct a three-generation pedigree
Discuss how disease can be affected by lifestyle
Debate the pros and cons of genetic testing
Instructional Procedures:
Adapted from NOVA ScienceNOW Lesson Plan "Risky Genetics"
Opening: (15 minutes)
Class will beginning by watching the majority of the Public Genomes video. I will skip through parts that seem unnecessary in the interest of time. I will then ask students if they have any questions about the video, and prompt at least three students to provide me with a "take away" from the video clip. This may spark some conversation amongst the class. Unfortunately, it will be important to stay on task to ensure the whole lab can be finished within one class period.
I will then open the lab by explaining what tasks they will be preforming during the lab. Students will be exploring breast cancer, lung disease and Alzheimer's. Students will play the role of genetic counselors who counsel patients about their genetic test results for genes associated with these three diseases. Students will pair with a partner, and by rolling dice and following steps provided in the handout, each "counselor" will create a male or female character with a unique genotype. Then students will analyze genetic data for their "patients," compare their characters' risks of developing the diseases, and predict the disease risks for the next generation.
Body: (50 minutes)
Agenda #3
If necessary, review relevant terms and concepts, including:
Allele: one of the variant forms of a gene
Gene: a functional portion of DNA that is passed from parent to offspring and which usually codes for a specific protein
Dominant allele: an allele that almost always results in a specific trait, even if the person possesses only one copy
Recessive allele: an allele that only results in a specific trait if the person possesses two copies of the recessive allele
Genotype: the genetic identity of an individual
Heterozygous: having two different forms of a particular gene
Homozygous: having two of the same forms of a particular gene
Punnett square: a tool used to predict the genetic outcome of a mating
Pedigrees: a pictorial representation of a family's health history
Demonstrate a sample Punnett square on the board, such as the following, which shows a heterozygous parent (Bb) mating with a homozygous recessive (bb) parent:
Each student will receive a copy of the handout, and will begin working in their lab groups. They will have all necessary materials to begin and complete.
I will go through the lab handout with the students, and we will watch the videos as a class on the Smartboard/Projector. This way I can control the pace and help my students as they go though the lab. They will also have time to work independently, where I will be facilitating by navigating around the classroom.
When students get to the pedigree part of them, I will show an example of a few of the Pedigree scenarios they received on the board at the front of the class. Students have not yet covered pedigrees, but this brief exposure will make the future lesson more easy to understand. After showing two or three examples of pedigrees to the class, I will give students the opportunity to try it themselves on the board in front of the class.
Closing: (10 minutes) When students are finished, I will lead a class discussion. The "counselors" to report their patients' results and recommendations. Question could look like the following:
Did the recommendations differ among the patients?
In terms of the subsequent generations, do children inherit the same disease risks their parents have
Did the Punnett square help predict what genotype the child got?
Assessment: Students will be assessed based on the completion of the lab, and their performance in class. They will also be given the opportunity to succeed on Quiz 2, and will be graded on their collection of work from the whole unit. I will used the provided answer key to assess the labs.
TieringOptions:
Depending on the level of the class, it is a good idea to keep in mind that the lab can be done completely independently, if there is a laptop set or computers available to the lab groups. In the case of these College Prep. and Honors level classes, it may be nice to let the higher preforming classes to have the freedom and complete the lab on their own, granted the resources are available.
Subject: Biology
Author: Brianne Duffy
Risky Genetics
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9b - providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering).
Context: Today, students will be starting Agenda #2 of Phase 2. Students will be completing a lab assignment provided by NOVA Science. The lab should take one class period to complete. In this activity, students play the role of doctors interpreting patients' genetic test results. They create characters, analyze genetic test results for three diseases, compare their characters' risks of developing specific diseases, and assess the risks for the next generation.
Classes run on a rotating, two day BLOCK schedule. Classes meet every other day for 90 minutes.
Opportunities to Learn:
Materials:
- Smartboard/Projector
- Public Genome Video (http://www.pbs.org/wgbh/nova/body/public-genomes.html)
- Breast Cancer Gene Mutation Video (http://www.pbs.org/pov/inthefamily/video_classroom1.php#.UMfgt7TxoTM)
- Breast Cancer Support Group Video (http://www.pbs.org/pov/inthefamily/video_classroom2.php#.UMfg-rTxoTM)
- Alpha 1 Deficiency Handout Copies (http://learn.genetics.utah.edu/content/disorders/whataregd/a1ad/)
- Ahlzhimer's Video (http://www.teachersdomain.org/resource/tdc02.sci.life.gen.alzheimers/)
- Risky Genetics Lab Handout
- Pedigree Handout Set
- Dice per lab group
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will be able to:
Instructional Procedures:
Adapted from NOVA ScienceNOW Lesson Plan "Risky Genetics"
Opening: (15 minutes)
Class will beginning by watching the majority of the Public Genomes video. I will skip through parts that seem unnecessary in the interest of time. I will then ask students if they have any questions about the video, and prompt at least three students to provide me with a "take away" from the video clip. This may spark some conversation amongst the class. Unfortunately, it will be important to stay on task to ensure the whole lab can be finished within one class period.
I will then open the lab by explaining what tasks they will be preforming during the lab. Students will be exploring breast cancer, lung disease and Alzheimer's. Students will play the role of genetic counselors who counsel patients about their genetic test results for genes associated with these three diseases. Students will pair with a partner, and by rolling dice and following steps provided in the handout, each "counselor" will create a male or female character with a unique genotype. Then students will analyze genetic data for their "patients," compare their characters' risks of developing the diseases, and predict the disease risks for the next generation.
Body: (50 minutes)
Agenda #3
If necessary, review relevant terms and concepts, including:
Each student will receive a copy of the handout, and will begin working in their lab groups. They will have all necessary materials to begin and complete.
I will go through the lab handout with the students, and we will watch the videos as a class on the Smartboard/Projector. This way I can control the pace and help my students as they go though the lab. They will also have time to work independently, where I will be facilitating by navigating around the classroom.
When students get to the pedigree part of them, I will show an example of a few of the Pedigree scenarios they received on the board at the front of the class. Students have not yet covered pedigrees, but this brief exposure will make the future lesson more easy to understand. After showing two or three examples of pedigrees to the class, I will give students the opportunity to try it themselves on the board in front of the class.
Closing: (10 minutes) When students are finished, I will lead a class discussion. The "counselors" to report their patients' results and recommendations. Question could look like the following:
Assessment:
Students will be assessed based on the completion of the lab, and their performance in class. They will also be given the opportunity to succeed on Quiz 2, and will be graded on their collection of work from the whole unit. I will used the provided answer key to assess the labs.
Tiering Options:
Depending on the level of the class, it is a good idea to keep in mind that the lab can be done completely independently, if there is a laptop set or computers available to the lab groups. In the case of these College Prep. and Honors level classes, it may be nice to let the higher preforming classes to have the freedom and complete the lab on their own, granted the resources are available.
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